Gaster Barak, Unterborn John N, Scott Richard B, Schneeweiss Ronald
University of Washington School of Medicine, Seattle, Washington 98105, USA.
Acad Med. 2007 Oct;82(10):934-8. doi: 10.1097/ACM.0b013e318149eb56.
With thousands of complementary and alternative medicine (CAM) treatments currently being used in the United States today, it is challenging to design a concise body of CAM content which will fit into already overly full curricula for health care students. The purpose of this article is to outline key principles which 15 National Center for Complementary and Alternative Medicine-funded education programs found useful when developing CAM course-work and selecting CAM content. Three key guiding principles are discussed: teach foundational CAM competencies to give students a framework for learning about CAM; choose specific content on the basis of evidence, demographics and condition (what conditions are most appropriate for CAM therapies?); and finally, provide students with skills for future learning, including where to find reliable information about CAM and how to search the scientific literature and assess the results of CAM research. Most of the programs developed evidence-based guides to help students find reliable CAM resources. The cumulative experiences of the 15 programs have been compiled, and an annotated table outlining the most highly recommended resources about CAM is presented.
如今在美国，有成千上万种补充和替代医学（CAM）疗法正在使用，要设计一套简洁的CAM内容体系，使其能融入本就内容过多的医护专业学生课程中，颇具挑战性。本文旨在概述15个由美国国立补充与替代医学中心资助的教育项目在开发CAM课程作业和选择CAM内容时发现有用的关键原则。文中讨论了三项关键指导原则：教授CAM基础能力，为学生提供学习CAM的框架；根据证据、人口统计学和病症选择特定内容（哪些病症最适合CAM疗法？）；最后，为学生提供未来学习所需技能，包括在哪里找到关于CAM的可靠信息，以及如何检索科学文献和评估CAM研究结果。大多数项目都制定了循证指南，以帮助学生找到可靠的CAM资源。文中汇总了这15个项目的累积经验，并列出了一份注释表格，概述了关于CAM的最值得推荐的资源。
